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3 C’s Discussion

Student’s Name

Institutional Affiliation

Course

Professor’s Name

Date
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In your own words, provide an overview of the four dimensions of informed inquiry in
Social Studies.

In social studies, there are four dimensions of informed inquiry which are coming up with

questions and preparation on inquiry, application of disciplinary notions and tools, the evaluation

of sources by use of evidence, and finally, the communication of findings and taking an

informed action(Swan et al.,2013)The first dimension of developing questions and planning on

inquiry is very crucial as it allows the wide scope of social studies that has a range of facts, many

concepts, and generalizations to be tied together. As a vital part of learning and teaching, the C3

framework emphasizes on the usage of captivating and supporting questions that are equally

teacher and student-generated. The second dimension of applying disciplinary notions as well as

tools entails forming the basis of inquiry by students and teachers by working with robust,

captivating questions and specific supporting questions.

The third dimension involves the evaluation of sources using evidence. In this

dimension, teachers aid the students in coming up with a capacity to gather and gauge sources

and identify claims and counterclaims before backing the assertions with evidence. For the

student to construct explanations and arguments, they must make and support evidence-based

claims and counterclaims. To develop explanations and make and support arguments can be done

in the form of doing a project as a group, writing individual essays, and both the formal and

informal classroom written assessments I classes. The fourth dimension of giving

communication on the conclusions and taking informed action entails having discussions,

debating, conducting analyses of policies, video productions, and portfolios. This is the final

stage which closes the inquiry they had.

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After considering Dimension 4, discuss ways that students at all levels, including k-

2nd graders, can communicate their conclusions in a developmentally appropriate way. As

part of this discussion, share your ideas for accommodating varying student learning needs

such as struggling readers/writers, English Language Learners, etc., in your planning.

Children in the lower grades can communicate their conclusions in various ways. These

include coming with creative ways to ensure all the students participate. One such way is using

letters A, B, C, D to designate the four corners of the classroom. After reading a particular

question, ask the students to that corner if their answer corresponds .from doing so, you will

gauge those confident in their conclusions and those who are tagging along with the rest. Their

conclusions could be presented in an essay, in charts and bar graphs, or even written essays in

higher grades. To make sure that each student is at pace with the teacher, try to know the

students individually and plan your teaching according to students' developmental levels. Having

a one-on-one with these students too can help identify with the areas the student is struggling in.

References
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Swan, K., Barton, K. C., Buckles, S., Burke, F., Charkins, J., Grant, S. G., ... & Wiesner-Hanks,

M. (2013). The College, Career, and Civic Life (C3) framework for social studies state

standards: Guidance for enhancing the rigor of K-12 civics, economics, geography, and

history.http://uknowledge.uky.edu/cgi/viewcontent.cgi?

article=1000&context=edc_reports